California science grade 5 (1)

Explore Name Date Draw Conclusions # Compare How were the plant leaf slide and animal blood slide alike.. Date Name Model Cell Structure Record Data Draw and label the parts of the

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Science Content Standards for California Public Schools reproduced by permission, California Department of Education, CDE

Press, 1430 N Street, Suite 3207, Sacramento, CA 95814.

LIFE SCIENCE

Chapter 1 Structure of Living Things 1

Chapter 2 Plant Structures and Functions 21

Chapter 3 Human Body Systems 41

EARTH SCIENCE Chapter 4 Earth’s Water 69

Chapter 5 Earth’s Weather 93

Chapter 6 The Solar System 125

PHYSICAL SCIENCE Chapter 7 Types of Matter 145

Chapter 8 Changes in Matter 177

Everyday Science Activities 197

Learning Labs 229

iii

Contents

Activity Lab Book

California science standards are noted at the top of activity pages For the text of the standards, please refer to the Reference section of the California Science Student Edition.

Date

Name

What are plants and

animals made of?

Make a Prediction

Animals and plants are living things Think

about the differences between plants and

animals Do you think these differences mean

that the parts that they are made of are similar or

different?

Test Your Prediction

 Observe Look at the prepared slide of a leaf under the microscope

For help using the microscope, ask your teacher and look at page 461

Record Data Draw what you see.

! Observe Look at the prepared slide of blood under the microscope.

• microscope

• prepared slides of leaf cells

• prepared slides of blood cells

Materials

Explore Name Date

Draw Conclusions

# Compare How were the plant leaf slide and animal blood slide alike?

How were they different?

$ Communicate Write a report explaining whether or not your

observations supported your prediction

Explore More

Examine the drawings you made and think about the living things they

came from Do you think that a leaf from another plant would look the

same? Make a prediction and plan an experiment to test it

 Plant and animal cells have similarities and

differences Look at the images labeled plant

cells and animal cells

With your partner, discuss similarities and

differences in the cells Record what you notice

Alternative Explore

• one labeled image

of a plant cell

• one labeled image

of an animal cell

Materials

Quick Lab Name Date

Plant and Animal Cells

 Make a Model Put one plastic bag in the

storage container This is your plant cell

The other plastic bag is your animal cell

Using a spoon, carefully put gelatin in

both bags until the bags are almost full

! Pick the vegetables that look the most

like the plant and animal organelles

into the appropriate container and seal the

bags

# Compare Try to stack your models How

well do the plant cells stack compared to

the animal cells?

$ Communicate Discuss with your classmates which vegetables you

selected for your organelles and explain why

• two sandwich bags

• one sandwich container with lid

• masking tape (optional)

An experiment is a test that supports or disproves a hypothesis To carry out a successful experiment you need to perform a test that

examines the effects of one variable on another using controlled

conditions You can then use your data to draw a conclusion about whether or not the hypothesis has been supported

In the following experiment, you will test the effects of variables on a

cell membrane Using vinegar, you will dissolve the shells of two eggs

to expose the egg membranes Then you will gather and analyze data

to support or disprove the following hypothesis: If the liquid outside

a membrane is thicker than the liquid inside the membrane, then the liquid inside the membrane will move out to balance the concentration.

Focus on Inquiry Skills

Try It

Pour 200 mL of vinegar into two jars

with lids and carefully lower two eggs

into the jars of vinegar Tighten the

lids and leave the eggs inside for one

day

Use a spoon to carefully remove the

eggs and rinse them under water

Measure each egg using either the

measuring tape, metric measuring cup,

or balance Record the measurements

in the chart below

Pour 200 mL of water into a beaker

and 200 mL of corn syrup into another

beaker Carefully lower an egg into

each beaker Leave the eggs inside

for one day

Use a spoon to carefully remove the

eggs and rinse them under water

Measure the eggs again using the same

measuring tool you used earlier Record the

measurements in the chart below

• 200 mL of water

• 200 mL of corn syrup

• measuring tape

• balance

• metric measuring cup

Date

Name

Now it is time to analyze your data and observations Use your chart

to compare your initial and final measurements of the eggs

Did both eggs change in size? Did one change more than the other?

Why do you think this happened? Does this support or disprove the hypothesis?

Focus on Inquiry Skills

Use this page for any notes you have about the experiment.

Date

Name

Focus on

Inquiry Skills

Date

Name

What are the levels of

organization of living things?

Purpose

To research the levels of organization of an onion

plant

Procedure

 Peel the skin of an onion

Make a wet-mount slide by placing a small

piece of onion skin in the center of the slide,

then put a drop of water on the onion skin

Carefully put a cover slip on top

! Observe View the onion skin under

low power What do the cells look like?

Draw what you see

another piece of onion skin

Draw what you see

# Take the remaining onion and remove

all of its parts Make a diagram of the

structure of the onion

Explore Name Date

Research the levels of organization of the onion plant Answer these

questions with a labeled diagram What is an onion? Is it part of the roots

or the stem?

Date

Name

Model Cell Structure

 Record Data Draw and label the parts of

the vegetable you are examining

Use a hand lens to search for different cells

in a slice of your vegetable

! Record what you see as you examine the parts of the vegetable

Alternative Explore

• radish with roots and leaves

• carrot with roots and leaves

• parsnip with roots and leaves

• hand lens

Materials

Quick Lab Name Date

Muscle Tissues

 Make a Model Tie a piece of yarn

between two chairs Have two

classmates sit on each chair This yarn

represents one cell in your muscle tissue

Using a metal ruler, twist the yarn until it

snaps

! Now tie two pieces of yarn to the chairs

Try to break the yarn again

twisting cannot break it

# How does this model show how muscle cells work in your body?

$ Infer Are your muscles stronger when cells work together?

• two chairs

• metal ruler

• yarn

Materials

Date

Name

Inquiry: Structured

How do cells from different

tissues in the human

body compare?

Form a Hypothesis

A cell can be an organism that carries out its

own life processes Bacteria and protists are

unicellular organisms A cell can also be a part

of a multicellular organism Cells in multicellular

organisms might have a single, very specific,

function For example, a cell in the stomach

might only be responsible for producing one digestive chemical

Do you think cells from different tissues in the human body have different forms? Are all cells from the human body alike or different? Write your

answer as a hypothesis in the form “If cells belong to different tissues in the human body, then ”

Test Your Hypothesis

 Experiment Place the muscle slide on the microscope stage

Follow your teacher’s instructions to focus the microscope

Be Careful Tell your teacher immediately if a slide breaks.

Observe Use colored pencils and draw

the image you see in your journal Label

your drawing

Be a Scientist

! Experiment Repeat steps 1 and 2 with the skin and nerve slides.

Draw Conclusions

 Communicate Describe the cell size and shape for each cell type.

Compare What similarities and differences did you see?

! Did the experiment support or disprove your hypothesis? Explain you

Date

Name

Inquiry: Guided

How do cells from different

plant tissues compare?

Form a Hypothesis

You have already learned about the differences between animal and plant cells You also know that, like animals, plants are made up of cells that form tissues Do you think cells from different tissues in a plant have different

forms? Write your answer as a hypothesis in the form “If cells belong to different tissues in a plant, then ”

Test Your Hypothesis

Design a plan to test your hypothesis Then write out the materials,

resources, and steps you need Record your results and observations as you follow your plan and conduct your experiment

Draw Conclusions

Did your experiment support your hypothesis? Why or why not?

Inquiry: Open

What else can you learn about cells and tissues in plants and animals? For

example, how many types of tissues do we have? Determine the steps you

will follow to answer your question Record and document the resources

you use throughout your investigation

You are part of an expedition that is studying

plants in the jungle You find a plant you’ve

never seen before How do you classify it? You

could use a classification key A classification key

lists traits of organisms It gives directions that

lead you to the organisms’ identities Use this

classification key to classify plants

Procedure

 Observe Choose a plant and examine its

structures with the hand lens

Use the classification key to

identify your plant Start with the

first pair of traits and choose the

trait that applies to your plant

! Repeat steps 1 and 2 for the other

• small pine or other conifer

Grows in water Elodea

California Standard

5 IE 6.a

Explore Name Date

Draw Conclusions

# Infer Which of the plants you classified are more similar, or more

closely related, to each other? Explain

Explore More

What traits could you use to identify other organisms, such as birds?

Research another group of organisms and create a classification key for

them Your key should begin with general traits and end with traits that are

more specific

Date

Name

Classifying Flowers

 Observe Look at the bouquet What

similarities and differences do you notice

about the flowers?

Record Data Make a chart like the one

below to record your observations

! Communicate Share your observations with the class.

Alternative Explore

• bouquet of mixed flowers or a

photo of a mixed bouquet

Materials

Quick Lab Name Date

Bread Mold Activity

 Trace the outline of a slice of bread on

graph paper

Put a drop of water on one corner edge

of the bread and put it in a bag Place the

bag in a warm, dark corner

! Observe On the first day you see mold,

sketch the shape of the moldy area on your

graph paper

to sketch the next growth

# Record Data Count the number of squares

that were covered with mold each day

$ Create a graph to show the growth of the mold each day

• bread

• paper

• sealable sandwich bag

You have learned that all vascular plants have

vessels in their stems What else do vascular

plants have in common? You will examine several

vascular plants to find out

Procedure

 Examine each plant Look at the roots, stems,

and leaves

Record Data Make a chart for each plant

Draw what the plant’s root, stem, and leaves look like

Record the color, size, and shape of each plant part

! Compare Which of the plant parts look similar? Which parts look

Explore Name Date

Draw Conclusions

do they have these differences?

# Infer Would the flowering plant be able to survive in a hot, dry area?

Why or why not?

$ Infer Would the water plant be able to survive out of the water?

Why or why not?

Explore More

Look at the plants where you live Observe three plants and compare them

to these three plants Based on your observations, decide if each of the

plants you observed are also vascular plants

Date

Name

Inside a Cactus

 Observe Use a hand lens to make

observations of the physical characteristics

of the outside of a succulent variety of

cactus

Experiment Use a knife to cut the cactus in

half from top to bottom

! Observe Look at the inner tissues of the

cactus What do you notice?

and internal structures of the cactus

Alternative Explore

Fern Spores

 Observe Carefully examine a fern leaf

Draw what you see and write down any

Place a drop of water on a slide

! Use a toothpick to scrape one of the spore cases into the drop of

water

power What does the spore case contain?

# Draw what you see and write down any observations.

$ Infer How does the size of the fern spores relate to their function?

Date

Name

Classify

When scientists classify, they place things that share traits and

characteristics into groups In order to do that, scientists need to compare and contrast Remember, to compare you look for how things are alike To contrast you look for how they are different

Classifying is a useful tool for organizing and analyzing things When

you classify, you can learn the characteristics of millions of things,

without actually having to learn about each one For example, you may not know all the different kinds of bicycles there are in the world, but you know something about all bicycles: Bicycles have two wheels

It is a good idea to keep notes of the criteria, or rules, you use to

classify things An example of a criterion is the number of wheels

something has If you decide to classify things by the number of

wheels they have, cars, pickup trucks, and carts would be in the same group because they all have four wheels Motorcycles and bicycles would be in the same group because they have two wheels

One way to classify things is by their shape You can classify leaves

by the shape of their edges See page 78 of your textbook for some examples of the different types of leaf edges

Focus on Inquiry Skills

California Standard

5 IE 6.a.

Classify Classify your leaves according to the type of edge each

has Use the leaves on page 78 of your textbook as a guideline

Record the type of edge on your chart

Date

Name

Look around you for more things to

classify Choose something you are

interested in or enjoy Think of things you see every day, such as plants, rocks,

or animals

Classify them by size, shape, color, or

any other characteristic that they have

in common Share your findings with the class

Focus on Inquiry Skills

Date

Name

Focus on

Inquiry Skills

Use this page for any notes you have from the experiment.

What will happen if you leave a celery stalk in

colored water? Make a prediction

 Observe Use a hand lens to look at the

stalk Record the date and time

# Observe On the following day, use the hand lens to look at the

celery stalk Note any changes

$ Record Data Use colored pencils to draw a picture of the celery

stalk Record the date and time

Explore Name Date

Draw Conclusions

% What can you conclude about how water moves in a plant?

differences between your results and those of your classmates

Explore More

You used a celery stalk in this experiment What do you think would have

happened if you used a plant that had a white flower? Answer this question

by making a prediction and a plan to test it Then follow your plan and

write a report of your results

Date

Name

What plant part am I?

 Classify Is your vegetable a stem, leaf,

or root?

Infer What job would your plant part have?

Alternative Explore

• carrot

• lettuce

• celery stalk without leaves

• spinach

Materials

Root Cross Section

 Observe Examine a cross section of a root

with a hand lens Draw what you see

Date

Name

• root vegetables (carrots, radishes, turnips)

Materials

Quick Lab

Place the cross section and a few drops of

water on a slide Cover it with a cover slip

Look at it under a microscope at low power

! Draw what you see Label the parts that

you can identify

carry water? How can you tell?

# Communicate Other groups in your class

have looked at different kinds of roots Discuss whether their cross

sections were similar or different from yours

Plants need water to survive If a plant loses too

much water it will wilt and eventually die How

do plants lose water? Plants lose water through

transpiration, the evaporation of water from the

leaves As the water evaporates, it pulls water

from the roots up through the xylem tissue The

rate of transpiration changes depending on a

number of variables How does the amount of

light a plant receives affect its transpiration rate?

Write your answer as a hypothesis in the form “If

the amount of light a plant receives is increased,

then the rate of transpiration ”

Test Your Hypothesis

 Use the spray bottle to water the 4 plants Be sure to give all of the plants the same amount of water

Place each of the plants’ pots in a plastic bag and use the string to tie the bag around the stem of each plant

! Record Data Weigh all 4 plants using the metric balance Record

their masses

Be a Scientist

• 4 annual bedding plants in pots

" Use Variables Place 2 of the plants under the light source Place the

other two plants away from the light source

# Record Data After 10 minutes weigh all 4 plants again Record their

masses

$ Return the plants to their original locations.

% Repeat step 5 every 10 minutes for 30 minutes.

Draw Conclusions

 What is the independent variable in the investigation?

Analyze Data Did the mass of any of the plants change? Did your

data show a correlation between the transpiration rates and the

Date

Name

Inquiry: Guided

How is water loss in plants affected by

changes in the environment?

Form a Hypothesis

You have seen how light affects the rate of transpiration What other

variables affect the rate of transpiration? How about wind? Write your

answer as a hypothesis in the form “If wind increases, then the rate of

transpiration ”

Test Your Hypothesis

Design a plan to test your hypothesis Then write out the materials,

resources, and steps you need Record your results and observations as you follow your plan

 My Materials and Resources:

The Steps I Will Follow:

! My Results Are:

Be a Scientist

Draw Conclusions

Did your results support your hypothesis? Why or why not? Present your

results to your classmates

Inquiry: Open

What other conditions in the environment can affect the rate of

transpiration? Come up with a question to investigate For example, how

does humidity affect the rate of transpiration? Design an experiment to

answer your question Your experiment must be organized to test only one

variable, or item being changed

 My Hypothesis Is:

My Materials and Resources:

! The Steps I Will Follow:

You will observe elodea, a water plant, to find

out what it produces

Procedure

 Mix 200 mL of water and 10 g of baking

soda in the beaker Baking soda is a source

of carbon dioxide

Pour water from the beaker into the large

plastic cup until the cup is half full

! Place the elodea into the test tube with the

cut end facing up Fill the test tube with

water from the beaker

the end of the test

tube Turn the tube

upside down and lower

it to the bottom of the

plastic cup

# Place the plastic cup

near a lamp or sunny

window Draw a

diagram of the plant

and water level

$ Observe On the next

day, look closely at the

elodea and at the water

level in the test tube

Draw a diagram of the

plant and water level

• water

• baking soda

• glass beaker

• spoon

• large plastic cup

• water plant, such